Tuesday, August 9, 2011

Tapscott video

When I was considering this digital world for the first time, one of the most influential books (yes print book!) I read was Don Tapscott's Growing Up Digital(1998). It changed everything for me as a teacher and began the journey that I am still on. Tapscott has written several other books, including, The Digital Economy(1996), Blueprint to The Digital Economy(1998),>Digital Capital(2000), Wikinomics(2006), and Macrowikinomics(2010). They make for a facinating body of work which I found to be right on the money. They also support a video he just posted on YouTube which I have embedded here.

Let me know what you think.

Monday, July 18, 2011

An Interveiw with Shelly Blake Plock-Teachpaperless

An interesting conversation with a paperless digital pioneer:

DFG is back:)

Tuesday, July 12, 2011

Sunday, April 3, 2011

Is it time for gaming in schools

This article appeared in the Harvard Business Review and I will let it speak for itself. I am a gamer pure and simple. I think it is a better model of learning!

When Will Educators Get Serious About Gaming
by Bruce Dickson

Friday, October 23, 2009

Wednesday, May 27, 2009

I am back

I hope this blog shall become active again.

Saturday, October 20, 2007

I am back........

This post appeared in another blog and rather than just link to it, I republished the whole thing.
It is from EdTechJournal at http://preilly.wordpress.com/.

The Wolves of Learning
At birth we are blessed with a natural curiosity. There is a great wildness in it. A shaft of sunlight illuminates a world of dust and delicate objects floating in air, as if by magic. A child who catches a glimpse of this will stop whatever it’s doing and begin to explore what it sees. We are called to learn.
Our natural curiosity is like a wild animal; it hunts where it needs to in order to satisfy its deep hunger. As children, we awaken each day with an insatiable appetite to learn. It is in our early years that we are “wolves of learning”. There is a deep, DNA-based, natural connection between learning and survival; call it the burning relevance of the empty stomach.Over the centuries, as we have institutionalized learning, we have taken something precious from our children, our young “wolves of learning”; and from ourselves. The wildness of our natural curiosity has been tamed, domesticated, and subdued.
We have done this by giving our children virtually no control over their education, little responsibility for their learning and whatever natural curiosity they have has been replaced with a structured curriculum. We reward them for following directions and doing what they are told and reprimand them if they wander too far from our agenda. Since it is our agenda and not theirs, they put minimum effort, if any effort at all, into what we ask them to do. They are in compliance mode. Compliance produces the lowest level of effort. Fear of retribution becomes the prime motivator rather than the excitement of learning.
We have trained them to expect to be fed without going on the hunt. Like domesticated pets, we offer them bland processed learning laid out in prescribed amounts at certain times of the day. We decide what they are fed, how much, and when. They rarely experience learning by their own wits, their natural curiosity, or even serendipity. They will not gorge on learning and fight over the scraps until their bellies are full.
We have so successfully domesticated our students that they are likely to rebel when they are asked to use the natural gifts for learning with which they were born. It’s as if we were trying to release a pet house dog into the wilderness, the odds of survival would be small. Within hours the dog would be back in front of the door, begging to have its master serve its dinner to it in a dish.
Let us find ways to give our children back their birthright, their natural curiosity and facility to learn. There have to be ways that we can organize our learning institutions to accommodate individual curiosity and the standardized curriculum. I believe that thoughtful educators can create environments that are less restrictive and provide much more natural habitat for learning. Let us find ways to foster the wildness and thrill of learning again. Let us answer the “Call of the Wild”.

A Blueprint for change...

"A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known. Such a system would require the application of constitutional guarantees to education. Learners should not be forced to submit to an obligatory curriculum, or to discrimination based on whether they possess a certificate or a diploma. Nor should the public be forced to support, through regressive taxation, a huge professional apparatus of educators and buildings which in fact restricts the public's chances for learning to the services the profession is willing to put on the market. It should use modern technology to make free speech, free assembly, and a free press truly universal and, therefore, fully educational"

-Ivan Illich